1. Welcome to the second L185 Elluminate tutorial! A chance to review your learning on Block 1 Microsoft Office

2. Aims In this second tutorial session, you will be able to share some of your learning on Block 1, you will get more practice in some of the skills you have learned about in Block 1, you will review some of your learning in Block 1 of the course, and you will also get the chance to ask your tutor any questions you have about the course so far, or about Block 2. Remember: it may be necessary for your question(s) about the course to be answered on the Forum, later, or indeed by a personal e-mail. Microsoft Office

3. Your main learning point from Block 1 …? What is the main point you have learned from your study of Block 1? Raise your hand to share your ideas … Microsoft Office

4. Putting what was learnt into practice … In the last activity, you reflected on what you had learnt in Block 1. Now, for the next few activities, you are going to have a chance to practise some of the key academic skills you learnt in Block 1.

5. Skill practice 1: Guessing word meanings from context … …….. several educational psychologists (e.g., Green & Azevedo, 2007; Pintrich, 2003; Schunk, Pintrich, & Meece, 2008) have indicated that there may be important developmental differences in students' self-regulation, differences that warrant further empirical investigation. For example, Green and Azevedo (2007) have encouraged researchers to ask whether there might be a developmental progression within self-regulated learning. Use the last (2 nd ) sentence in this short example, to help you understand the meaning of an ‘empirical investigation’. Microsoft Office

6. What do you think? If you think you know what ‘empirical investigation’ means, raise your hand and share with the group. Then, go on to the next screen... just to check! Microsoft Office

7. The clue … …….. several educational psychologists (e.g., Green & Azevedo, 2007; Pintrich, 2003; Schunk, Pintrich, & Meece, 2008) have indicated that there may be important developmental differences in students' self-regulation, differences that warrant further empirical investigation. For example, Green and Azevedo (2007) have encouraged researchers to ask whether there might be a developmental progression within self-regulated learning. The words ‘For example … researchers … ask’ provide the clues to the meaning of an ‘empirical investigation’. If you want more detail, check out ‘empirical’ in an online dictionary after the tutorial. An ‘empirical investigation’ requires researchers to ask (research) questions. So, empirical investigation means ‘a research-based exploration’ Microsoft Office

8. Skill Practice 1: Guessing word meanings from context, again … The need for high levels of academic motivation and self-regulation is due, in part, to the relatively autonomous nature of online learning environments compared to traditional classroom contexts. As Dabbagh and Kitsantas (2004) have argued, “in a web-based learning environment, students must exercise a high degree of self-regulatory competence to accomplish their learning goals” (p. 40); whereas in a traditional classroom, the instructor tends to exercise considerable control over the learning activities. Use the sentence in blue to help you work out what ‘autonomous’ means. Microsoft Office

9. What do you think? If you think you know what ‘autonomous’ means, raise your hand and share with the group. Then, go to the next screen, just to check …. Microsoft Office

10. The clue … The need for high levels of academic motivation and self-regulation is due, in part, to the relatively autonomous nature of online learning environments compared to traditional classroom contexts. As Dabbagh and Kitsantas (2004) have argued, “in a web-based learning environment, students must exercise a high degree of self-regulatory competence to accomplish their learning goals” (p. 40); whereas in a traditional classroom, the instructor tends to exercise considerable control over the learning activities. The text compares ‘web-based learning environment’ and ‘a traditional classroom’; and, ‘self-regulatory competence’ is a key difference (the contrast is shown through ‘whereas’). The presence of an ‘instructor’ is also a key difference. So, ‘autonomous’ relates to working on your own, rather than with a teacher. Microsoft Office

11. What do we need to know about these texts? You have been working with some academic text from an academic journal … but, when we use any academic text from a journal, a chapter in a book, or a book, we need to provide some key information. What?

12. The Source Ration Jr A R & Stephens JM (2009) ‘Academic motivation and self-regulation: A comparative analysis of undergraduate and graduate students learning online’, in The Internet and Higher Education, Vol 12, Issues 3 – 4, December 2009, pp 146 - 151 The two extracts used in the last two activities were taken from this source, accessed through the Open Library.

13. Can you remember? Inputs Transformation process Outputs In Block 1, what process was this? Raise your hand if you think you can remember. Microsoft Office

14. Can you remember? Inputs source material Transformation process reading, thinking, writing, paraphrasing Outputs notes, summary, assignment This is the process you go though in order to turn your reading into academic writing – an assignment. Microsoft Office

15. Skills Practice 2: Paraphrasing Do you remember what ‘paraphrasing’ means? If you do, raise your hand and share your explanation with the group. Microsoft Office

16. Skills Practice 2: Paraphrasing Turning reading into ‘your own words’ is known as paraphrasing Microsoft Office

17. Skills Practice 2: Paraphrasing What are the three main ways of turning sentences into your own words? If you remember, raise your hand and share with the group. Microsoft Office

18. Skills Practice 2: Paraphrasing The 3 main ways of turning sentences into your own words are -using different words that mean the same thing (a synonym) - changing the order of the words - changing the form of the word (growing to growth) Microsoft Office

19. Skills Practice 2: Paraphrasing - Finding the main point … What is the main point in these sentences? 1 The migrant labour system has helped HIV/AIDS spread in Lesotho. 2 It is believed by some that the migrant labour system is likely to have helped HIV/AIDS spread in Lesotho. Some have reported that, with so many going to work in neighbouring South Africa and sending money home, the resultant migrant labour system has helped HIV/AIDS spread extensively in Lesotho. Microsoft Office

20. Skills Practice 2: Paraphrasing - Finding the main point … Maybe you realised that you had been asked a ‘trick question’ – the main point is the same in all 3 sentences. 1 The migrant labour system has helped HIV/AIDS spread in Lesotho. 2 It is believed by some that the migrant labour system is likely to have helped HIV/AIDS spread in Lesotho. 3 Some have reported that, with so many going to work in neighbouring South Africa and sending money home, the resultant migrant labour system has helped HIV/AIDS spread extensively in Lesotho. Microsoft Office

21. Skills Practice 2: Paraphrasing Can you suggest a paraphrase for the sentence below? If you think you can, raise your hand. The migrant labour system has helped HIV/AIDS spread in Lesotho. Microsoft Office

22. Skills Practice 2: Paraphrasing A suggested answer – with explanations - might be: In Lesotho, {changing the word order} the number of people working outside the country for short periods (finding a ‘synonymous’ way of rephrasing ‘migrant labour system’} has contributed (synonym for ‘helped’} to HIV/AIDS spreading {noun ‘spread’ changed to a verb form ‘spreading’}.

23. Summarising: a review In your academic writing as a student, what is the main reason for writing a summary of another text? If you have an answer, raise your hand. Microsoft Office

24. Summarising: a review In your academic writing as a student, the main reason for writing a summary is to show the reader of your work (your tutor!) that you have understood what the writer is saying. Microsoft Office

25. Summarising: a review What are the ‘5 Rs’ of summarising? Raise your hand if you can remember the ‘5Rs’ …

26. Summarising: a review Reduce: this leads to your summary being shorter than the original text Reject: miss out points which are not ‘key’, not ‘vital’, for instance, any examples which simply illustrate or reinforce a main point Reword: Change a noun (growth) to a verb (grow), for instance Reproduce: Your summary needs to be accurate in the way it presents the main points of the original. Repackage: The example in Block 1 compressed Many non- governmental organizations tackle health issues into Involvement of NGO’s in health problems

27. Summarising: a review Apart from the ‘5Rs’, what else do you need to consider when you are summarising a long text – an article in a journal, or a chapter in a book?

28. Summarising: a review ORGANISATION – are you going to structure your presentation of the information in the original text in the same order, or in a different order? Is your proposed organisation coherent? Does it make sense?

29. Any questions for your tutor? Now is the chance to ask your tutor any questions you have about what you studied on Block 1, or about any other aspect of the course. Remember: it may be necessary for your question(s) about the course to be answered on the Forum, later, or indeed by a personal e-mail.

30. … thank you for attending … … hope to see you next time … Microsoft Office